<![CDATA[The rapid development of digital technology has transformed English as a Foreign Language (EFL) learning by expanding access to authentic resources, communication opportunities, and autonomous learning. However, previous studies have often examined digital literacy, communication confidence, English exposure, and motivation separately, leaving limited evidence on their integrated structural relationships, particularly in Islamic higher education. This study examined the structural relationships among digital literacy, communication confidence, English exposure, motivation, and EFL proficiency among 60 third-semester undergraduate students at STIT Palapa Nusantara Lombok, Indonesia. A quantitative explanatory design was employed using Structural Equation Modeling (SEM). Data were collected through a structured five-point Likert-scale questionnaire measuring five latent constructs and analyzed using confirmatory factor analysis, structural model evaluation, direct-effect analysis, and bootstrapping. The findings show that digital literacy, communication confidence, and English exposure significantly predict EFL proficiency, with communication confidence showing the strongest direct effect (β = 0.41), followed by digital literacy (β = 0.32) and English exposure (β = 0.27). Motivation also significantly contributes to the structural model and mediates the relationships between digital literacy, communication confidence, English exposure, and EFL proficiency. English exposure demonstrates the strongest indirect contribution through motivation among the three predictors. These findings suggest that EFL development in Islamic higher education should integrate digital competence, communicative confidence, meaningful English exposure, and motivational support within learner-centered learning environments.]]>
